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Early Childhood Education in Chile: Identifying advances, tensions and challenges from the implementation of public policies

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No. 13 (2024): Julio-Diciembre
https://doi.org/10.5354/2452-5014.2024.75458

Abstract

his article seeks to contribute to the public debate on how to continue improving the quality of early childhood education in Chile, based on the review of the main historical, political and social antecedents that mark its future in the last two decades. Critical factors are considered: schooling at transition levels, the lack of universal and mandatory coverage, regular attendance and dropout, the low appreciation of this educational level, the impact of the institutionalization process, and leadership at the level. The article is part of a research that aims to describe and explain how the leaders of Early Childhood Education in Chile perceive that the resignification of their role has impacted the daily work they perform, and what challenges they face considering the institutional changes and educational policies implemented in recent years.

Keywords:

early childhood education, historical review, educational policies, early childhood educational leadership.

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How to Cite
Godoy Orellana, C. A. ., & Obregón Reyes, J. L. . (2024). Early Childhood Education in Chile: Identifying advances, tensions and challenges from the implementation of public policies. Revista Saberes Educativos, (13), PP. 1–26. https://doi.org/10.5354/2452-5014.2024.75458
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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